Duration: 30 min lecture, 20 min discussion, 30 min hands-on, 10 min other
Learning Objectives:
Learning Outcomes:
Assessment Types: Formative: Awkward Design Micro-Challenge: In small groups, create a purposely overloaded e-learning slide and identify design issues., Summative: Short quiz on foundational e-learning concepts.
Audience: Educators, Instructional Designers
Prerequisites: Basic knowledge of E-Learning concepts
Instructional design is a rapidly growing field focused on creating effective learning experiences and resources. It draws from various disciplines, including learning science, human-computer interaction, and educational psychology. Instructional designers work in diverse settings, such as corporate, education, and entrepreneurial environments, to bridge knowledge and skill gaps. They follow processes like the ADDIE model, which includes analysis, design, development, implementation, and evaluation. Key skills for instructional designers include applying learning theories, writing, development, visual design, communication, and problem-solving.
The video emphasizes the importance of developing instructional design skills to enhance job opportunities and impact. It covers various instructional design models, theories, and principles typically taught in a Master's program, including ADDIE, SAM, Dick and Carey, and design thinking. The video also discusses learning theories such as behaviorism, constructivism, cognitivism, and connectivism, and highlights the significance of understanding how people learn. Additionally, it touches on the importance of writing measurable learning objectives, evaluating learning programs using models like Kirkpatrick's, and applying principles like chunking, scaffolding, and self-directed learning. The video concludes with book recommendations and advice on additional skills and courses for aspiring instructional designers.
Duration: 25 min lecture, 20 min discussion, 35 min hands-on, 10 min other
Learning Objectives:
Learning Outcomes:
Assessment Types: Formative: Awkward Design Micro-Challenge: Write a deliberately vague learning objective and refine it into a SMART objective., Summative: Peer review of drafted module-level outcomes.
Audience: Educators, Instructional Designers
Prerequisites: Module 1: Foundations of E-Learning
The ADDIE model is a foundational framework in instructional design, consisting of five phases: Analysis, Design, Development, Implementation, and Evaluation. Analysis involves understanding the problem, audience, and potential solutions, often starting with a needs assessment to determine if training is necessary. Design focuses on creating learning objectives and instructional materials based on analysis findings. Development involves transforming design documents into final learning products using tools like Storyline or Captivate. Implementation is the delivery of the learning experience, often through a learning management system, while Evaluation assesses the effectiveness of the training using models like Kirkpatrick's. Despite its importance, the analysis and evaluation phases are often overlooked in favor of design and development in modern instructional design roles.
The video provides an overview of the ADDIE model, a popular framework for instructional design used across various sectors like education, corporate, and government. ADDIE consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Each stage involves specific activities, such as identifying training needs, creating learning objectives, developing content, and delivering training. Evaluation is ongoing, with formative evaluation occurring throughout the process and summative evaluation assessing the training's outcomes. The stages are interconnected and adaptable, allowing for adjustments based on project needs.
Duration: 20 min lecture, 15 min discussion, 45 min hands-on, 10 min other
Learning Objectives:
Learning Outcomes:
Assessment Types: Formative: Awkward Design Micro-Challenge: Insert a distracting audio clip into a slide, then revise according to best practices., Summative: Hands-on demonstration of creating a micro-learning video.
Audience: Educators, Instructional Designers
Prerequisites: Module 2: Instructional Design Principles
Diane Elkins, president of Artisan eLearning, hosted a session discussing popular eLearning authoring tools, sharing insights from her extensive experience since 2003. The session focused on comparing tools like Articulate Studio, Articulate Storyline, Adobe Captivate, and Lectora Publisher based on criteria such as price, ease of use, graphics capability, interactivity, and mobile compatibility. Diane emphasized the importance of choosing the right tool based on specific needs rather than personal preferences. She also highlighted the strengths and weaknesses of each tool, particularly in areas like accessibility and software simulations. The session concluded with a Q&A, addressing audience questions about tool functionalities and best practices.
Duration: 25 min lecture, 20 min discussion, 35 min hands-on, 10 min other
Learning Objectives:
Learning Outcomes:
Assessment Types: Formative: Awkward Design Micro-Challenge: Develop a hyper-frequent quiz strategy and then improve engagement with spaced assessments., Summative: Design a comprehensive online learning activity incorporating a quiz and peer review.
Audience: Educators, Instructional Designers
Prerequisites: Module 3: Technology Tools for E-Learning
The text provides ten strategies to enhance student engagement in the classroom. These include incorporating varied teaching methods like hands-on activities, videos, and music to cater to different learning styles. It suggests using callbacks and physical signals for classroom management, making content relatable through pop culture, and integrating gamification elements. Additionally, it emphasizes the importance of student choice, collaboration, frequent assessments, and brain breaks to maintain focus and motivation. Lastly, it encourages the use of interactive teaching tools and technology to make learning more engaging.
The session focused on innovative assessment strategies for asynchronous online classrooms, led by Desire Cwell. Participants were introduced to various strategies such as choice boards, roleplay scenarios, peer and self-assessment, video abstracts, interactive presentations, teaching guides, brochures, and case studies. Desire emphasized the importance of making assessments intentional, collaborative, and authentic, while also offering students autonomy in how they demonstrate their learning. The session included practical examples and resources, encouraging participants to adapt these strategies to their own teaching contexts. Attendees were also invited to share their insights and questions, fostering an interactive and collaborative learning environment.